Cooperative Cooperative Learning Learning Mark Robertson- - Tessi Tessi Mark Robertson Program in Applied Mathematics Program in Applied Mathematics University of Arizona University of Arizona
Reasons for considering Reasons for considering Cooperative Learning Cooperative Learning � Active learning is usually more Active learning is usually more � effective than passive learning effective than passive learning � Teacher becomes a facilitator, rather Teacher becomes a facilitator, rather � than lecturer than lecturer � Teaching and learning occurs within Teaching and learning occurs within � the group, leading to better the group, leading to better understanding understanding � Small Small- - group activities develop group activities develop � higher- - order thinking order thinking higher
More Reasons... More Reasons... � Student learns additional skills such Student learns additional skills such � as teamwork, responsibility as a as teamwork, responsibility as a group member, articulation of ideas, group member, articulation of ideas, and social skills and social skills � Participation in an academic group Participation in an academic group � provides support, which leads to provides support, which leads to student retention and success student retention and success
Com m on W orries Com m on W orries � Students are less productive, Students are less productive, � standards are lower standards are lower � Less material is covered Less material is covered � � Teacher loses control of the class Teacher loses control of the class � � Learning is misguided, students want Learning is misguided, students want � to learn from authority to learn from authority � Difficult to evaluate individual Difficult to evaluate individual � students students � Time factor (reorganizing) Time factor (reorganizing) �
Low er standards? Low er standards? � Research shows that students in Research shows that students in � group learning situations always group learning situations always learn at least as much as those learn at least as much as those taught individually (Davidson 1990) taught individually (Davidson 1990) � In addition to grading and individual In addition to grading and individual � motivators, peer/ team commitment motivators, peer/ team commitment becomes a third motivator becomes a third motivator � Teacher must be involved to make Teacher must be involved to make � sure the group is directed sure the group is directed
Less Material Covered? Less Material Covered? � Teaching versus learning Teaching versus learning � � Less material, but learned more in Less material, but learned more in � depth depth � Careful planning can cover more Careful planning can cover more � material than lecture- - based methods based methods material than lecture by encouraging out - - of of- - class learning class learning by encouraging out
Losing Control? Losing Control? � Many students drift off during Many students drift off during � traditional lecture- - based courses based courses traditional lecture � When working in groups, they are When working in groups, they are � focused on the course content focused on the course content � Supervised participation encourages Supervised participation encourages � students to make progress on the students to make progress on the material material
Misguided learning? Misguided learning? � Instructor must have confidence in Instructor must have confidence in � the group learning ethic the group learning ethic � Students consistently rate well Students consistently rate well- - � structured group courses as their structured group courses as their favorites favorites � Many additional personal skills Many additional personal skills � besides course material are learned besides course material are learned
Evaluation? Evaluation? � Group activities in general cannot be Group activities in general cannot be � graded individually graded individually � Individual accountability is key to Individual accountability is key to � maintaining a functional group work maintaining a functional group work ethic ethic � Group activities should be structured Group activities should be structured � so that participation leads to better so that participation leads to better evaluation evaluation
Tim e factor? Tim e factor? � Structure is vital, and can take time Structure is vital, and can take time � to plan to plan � At first, group activities can be basic At first, group activities can be basic � and progress to being more central and progress to being more central to the course to the course
Challenges for the Teacher Challenges for the Teacher � Focus moves from teacher to Focus moves from teacher to � students students � Must develop observation skills to be Must develop observation skills to be � able to guide and evaluate members able to guide and evaluate members of the groups of the groups � Structure of the activities is crucial to Structure of the activities is crucial to � framing the progress and subsequent framing the progress and subsequent guidance and evaluation guidance and evaluation
3 . Four Patterns in 3 . Four Patterns in Deep Learning Deep Learning � Motivational Context Motivational Context � � Learner Activity Learner Activity � � Interaction with others Interaction with others � � Structured Knowledge Base Structured Knowledge Base � ( Rhem Rhem 1995) 1995) (
Motivational Context Motivational Context � If the student thinks they need to If the student thinks they need to � learn something, they will be more learn something, they will be more motivated to do so motivated to do so � Motivation comes from ownership of Motivation comes from ownership of � the material the material
Learner Activity Learner Activity � Active participation goes hand in Active participation goes hand in � hand with deep learning hand with deep learning � Activities must connect well with the Activities must connect well with the � concepts they are meant to teach concepts they are meant to teach
I nteraction w ith others I nteraction w ith others � Group work brings an additional Group work brings an additional � perspective to the learning process perspective to the learning process � Other group members can have Other group members can have � helpful viewpoints on the material helpful viewpoints on the material
Structured Know ledge Base Structured Know ledge Base � Engaging prior knowledge students Engaging prior knowledge students � have is necessary have is necessary � Integrating material with previous Integrating material with previous � experience will allow students to experience will allow students to want to move forward want to move forward
4 . Team Considerations 4 . Team Considerations � Size Size � � Formation Formation � � Roles within Roles within � � Classroom Behavior Classroom Behavior � � Team Building Team Building �
Team Size Team Size � Recommended size is four Recommended size is four � � Small enough to prevent hiding Small enough to prevent hiding � members members � Large enough to keep group Large enough to keep group � functional if a member is unavailable functional if a member is unavailable � Also easily splits into pairs for easy Also easily splits into pairs for easy � divvying up of material divvying up of material
Team Form ation Team Form ation � Student selected teams Student selected teams – – more more � homogeneous, less successful homogeneous, less successful ( Fiechtner ( Fiechtner & Davis 1985) & Davis 1985) � Teacher selected teams Teacher selected teams – – random, or random, or � criteria- - based based criteria � Combination Combination – – Students indicate Students indicate � preferences, teacher decides groups preferences, teacher decides groups
Random vs. Criteria Random vs. Criteria � Random Groups Random Groups – – easy to form, easy to form, � usually heterogeneous, but ‘random’ usually heterogeneous, but ‘random’ � Criteria Criteria- - based based – – Students indicate Students indicate � interests, background, experience; interests, background, experience; teacher matches students that teacher matches students that complement each other complement each other
Rotating Group Roles Rotating Group Roles � Facilitator Facilitator – – Keeps group on track, divides Keeps group on track, divides � the work, moderates discussion the work, moderates discussion � Recorder Recorder – – Keeps track of records, group Keeps track of records, group � materials, assigned activities materials, assigned activities � Reporter Reporter – – Gives oral report of the group Gives oral report of the group � activities as necessary activities as necessary � Timekeeper Timekeeper – – Makes sure deadlines are Makes sure deadlines are � met met
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